000			02023nam a2200265Ia 4500
001			UCASAGRANDE22371
007			ta
008			210819s2019||||xx |||||||||||||| ||eng||
040			_aUCASAGRANDE
041			_aeng
082			_aPOS 2019
100			_aGuillot, Maria C. _etutor
245		0	_aImproving descriptive writing through the use of Self-Assessment in A1 EFL high school students: _bpresented as partial fulfillment for the degree of Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés
260			_a _bUniversidad Casa Grande. Departamento de Posgrado, _c2019
300			_a55 p.; _cDigital
513			_b2019
520			_aThis research investigated the effect that using self-assessment had on improving descriptive writing. The project was applied to thirty EFL students at an A1 level in a public school in Ecuador. The participants received instruction on how to use a rubric to self-assess their writing. Students’ writing was about picture’s descriptions by using vivid adjectives and spatial order words. Data were collected from pre and post-tests, interviews, field notes, and students’ self-reflections. Results showed improvement in the students’ descriptive writings. A large Effect Size of 2.41 showed significant difference between pre-tests and post-tests. Outcomes corroborated that self-assessment had a positive effect on student independence. Regarding the results presented in the analysis, the researcher concluded that using self assessment improves descriptive writing in EFL students and it is an effective and useful tool for student evaluation and teachers’ practices.
650			_aAutoevaluación _987511
650			_aEnseñanza - Inglés _958251
650			_aEscritura _957803
650			_aTesis de Maestría _978771
700			_aMacías Loor, María Laura _eautor _987512
856			_uhttp://dspace.casagrande.edu.ec:8080/bitstream/ucasagrande/1848/1/Tesis2025MACi.pdf
942			_c24 _e2019-09-03 _zIsledy
999			_c137869 _d137869